Links for Class: Deresiewicz and Gender Pay Gap

I asked students in my "Liberal Arts" class to read William Deresiewicz's book "Excellent Sheep," which covered some of the same ground as Fareed Zakaria's "In Defense of a Liberal Education" -- but with a more polemical edge. After reading the book, I asked them to find reviews of the book that challenged their perceptions of the book's ideas and arguments. Here are some of the links they found. 

We were also discussing the recent "College Scorecard" site produced by the White House, which listed the average salaries of college graduates at institutions around the country based on tax returns from 10 years after graduation. Strikingly, elite institutions showed a huge pay gap along gender lines that surprised many of the students. I suggested students follow up on that feeling of surprise with their own research. 

1. A Few of the Deresiewicz Articles Students Were Looking At:

Reviewer, Douglas Greenberg. “White People Problems: A Critical Response to Deresiewicz’s “Excellent Sheep.” Begins as one of the most negative reviews of the book you’ll see anywhere:

Many of these criticisms of elite private higher education have some merit. Yet the tone of the book is so egocentric and intemperate and the framing of the issues is so narrow and sensationalistic that it might not merit a review in the Los Angeles Review of Books if it had not already received so much attention in the national press. 

The strangeness of Deresiewicz following up the publication of his book with a speaking tour of the very same campuses he was deriding in the book:

The Archive Gap: Race, the Canon, and the Digital Humanities

[Update: A substantially revised version of this blog post was published in South Asian Review in 2019. That article can be found here]

Pioneering work by digital archivists like Jerome McGann of the University of Virginia helped lay the groundwork for the conceptualization of a set of best practices for online archives that have been widely replicated in subsequent projects. That said, some scholars associated with race studies and gender studies constituencies have raised questions about the ways in which the first wave of major digital archives essentially reinforced the Anglo-American canon. Authors like Walt Whitman, D.G. Rossetti, William Blake, Emily Dickinson, and Henry David Thoreau were, by about 2008, well-represented by thorough, thoughtfully designed, and technically sophisticated web archives. These archives frequently feature page images of manuscript drafts of the complete works of the authors in question, as well as (in the case of Whitman and Blake) exceptionally deep access to different versions and printings of key texts. This same level of attention was, generally, lacking with reference to minority writers. As Stephanie P. Browner puts it, “scholars of race and ethnicity do not yet get online and find themselves in a deep, comprehensive, well-linked and indexed world of materials.” [link]

Here, I will survey what I am calling the "Archive Gap," comparing and contrasting digital archives of canonical figures (especially Rossetti and Whitman) with those of American writers of color, lesser-known women writers, and writers from the colonial world. The Archive Gap as I am conceiving of it has several dimensions. For simplicity’s sake, I’ll split my consideration into two parts, one historical and the other contemporary.

The historical dimensions of the Archive Gap are largely outside of our control. To put it quite simply, we’ll never be able to recover what was never preserved. There are, however, strategies we can use to address the pattern of omission of artifacts related to marginalized writers, which I'll discuss briefly at the end of this post.

Links Related to Fareed Zakaria, "In Defense of a Liberal Education"

(In my "What Am I Doing Here? The Value of a Liberal Arts Education" class, we have been reading Fareed Zakaria's new book, In Defense of a Liberal Education. These are some links I shared with my students in office hours meetings yesterday)


1. Some of you picked up on some of the issues in Zakaria's chapter 4 relating to problems with the current system of higher education. While a robust university system is seen as an equalizing force (and as a way of protecting democracy -- Jefferson), at the present moment there are disturbing signs that our college system helps well-off students stay in the upper-income brackets, while only a small slice of students from low-income backgrounds are able to rise up the ladder:

Thomas Edsall, "The Reproduction of Privilege" (New York Times)

Fall Teaching 2: "What Am I Doing Here? The Value of a Liberal Arts Education"

It started happening here and there a few years ago, but recently became a regular phenomenon: I would get new first-year student advisees who, upon first meeting me, said they planned to immediately transfer out of the College of Arts and Sciences and into Lehigh's Business School (thereby rendering any "advising" I could give them immediately pointless). Usually the reasons were pretty straightforward and, unfortunately, overlapping: "I need to make sure I have a job when I graduate" and "My parents want me to." (Sadly, there's no arguing really with "My parents are making me do it"...)

Needless to say, I'm not thrilled when I get this request. Journalists and scholars have written about the changing culture of American higher education in recent years, and made many good points that I think these types of students ought to consider. One crucial point to be aware of is that English majors actually do just fine on the job market (we'll look at some statistics on humanities and social sciences majors on the job market). Secondly, while we have seen a slight decline in the number of majors in recent years, it's not true that humanities departments around the country are necessarily in crisis (though there seem to be a growing number of students who seem not to be able to appreciate it). Finally, I don't think enough students grasp that there's an intrinsic value in liberal arts education -- in the pursuit of knowledge for its own sake. 

So I designed a course to help them grasp it. 

Course Description: "What Am I Doing Here? The Value of a Liberal Arts Education" 

Since World War II, American colleges and universities have been engines of upward mobility for the vast American middle class; and they are widely seen around the world as excellent educational institutions. But in recent years -- with skyrocketing tuition and a growing concern about "return on investment" -- some of that luster seems to have worn off, at least if you read the debates in the media. Some of today's students enter college thinking of it more as a means to obtaining pre-professional credentials than as a site of actual learning and personal growth. So why are we all here? Is the traditional dream of a liberal arts education still alive, or is it a relic of a bygone era? This course aims to examine the fundamental values of the classic liberal arts education, conceived of not as an activity that leads to credentials that help young people find jobs, but rather as a gateway to becoming a fully-developed and multifaceted human being.

Fall Teaching: Digital Humanities

My colleague Ed Whitley and I are co-teaching an Introduction to Digital Humanities course for the first time this fall.

In some ways the course looks a little like other Intro to DH courses taught by colleagues elsewhere (and we consulted syllabi by people like Johanna Drucker and Alan Liu while designing our own). But we're also diverging in some significant ways from traditional Intro to DH courses. For one thing, Ed in particular has a great deal of experience building digital archives, and we'll emphasize digital archives and digital collections a great deal in the first weeks of the course. (I am also working on a digital archive project on "The Kiplings and India," as I mentioned in a previous post). 

Secondly, we have put in a pretty robust social justice emphasis in our approach to DH, not as an afterthought or token presence, but in the front and center. The first major project we'll work on together is a collaborative edition of Claude McKay's 1922 book of poetry, Harlem Shadows. And we'll come back to social justice, #TransformDH, and #DHPoco types of issues regularly in other units. We're especially pleased to integrate our class with a couple of visiting speakers to campus, including Johanna Drucker (September 15), and Vincent Brown (November 12). 

Finally, in lieu of final projects (conventional research papers), we'll ask students to do four smaller projects and then revise and extend those projects at the end of the term in the form of final portfolios. 

All that said, the syllabus below is still pretty experimental -- we're not sure yet which essays will "work" and which might be less effective in connecting with students. If and when we do this again, it might look different. Feedback, suggestions, and criticisms welcome (including the "how can you *not* have X?! variety). 

Preliminary Calendar Introduction
Tu August 25	Basic Introduction  --Readings-- -Matt Gold, “Digital Humanities” (CourseSite) -Miriam Posner, “How Did They Make That?” -Lisa Spiro, “Getting Started in the Digital Humanities”
Th August 27	Defining the Field   --Websites-- -DH Commons -CenterNet -Digital Humanities Now -Lehigh DH Resources -Alliance of Digital Humanities Organizations -The Association for Computers and the Humanities --Readings-- -Susan Schriebman, Ray Siemens, and John Unsworth, “The Digital Humanities and Humanities Computing: An Introduction” in A Companion to Digital Humanities -Matthew Kirschenbaum, “Digital Scholarship and Digital Studies: The State of the Discipline” -Matthew Kirschenbaum, “What is Digital Humanities and What’s It Doing in English Departments?” -Lisa Spiro, “This is Why We Fight” in Debates in Digital Humanities -Meredith Hindley, "The Rise of the Machines: NEH and the Digital Humanities"
Tu September 1	Debating the Field   --Readings-- -Alan Liu, “Where is Cultural Criticism in Digital Humanities?” -David Golumbia, “Death of a Discipline” -John Unsworth , "What's Digital Humanities and How Did it Get Here?" -Julia Flanders, “The Productive Unease of 21st-century Digital Scholarship” -Wendy Hui Kyong Chun and Lisa Marie Rhody, “Working the Digital Humanities: Uncovering Shadows between the Dark and the Light” -Johanna Drucker, “Humanistic Theory and Digital Scholarship”
Unit I: Digitally Curated Texts
Th September 3	Textual Scholarship and Editorial Theory  --Readings-- -G. Thomas Tanselle, “The Varieties of Scholarly Editing” (CourseSite) -D. F. McKenzie, “Bibliography and the Sociology of Texts” (CourseSite) -Jerome McGann, from A Critique of Modern Textual Criticism (CourseSite) -Jerome McGann, “The Rationale of Hypertext” Due: DH Stakes paper (3-5 pages)
Tu September 8	Digital Archives: Theory and Practice  --Websites-- -Scholarly Editing --Readings-- -Martha Nell Smith, “Electronic Scholarly Editing” -Kenneth Price, “Electronic Scholarly Editions” -Susan Schreibman, “Digital Scholarly Editing” -Dino Buzzetti and Jerome McGann, “Electronic Textual Editing: Critical Editing in a Digital Horizon” -Kenneth Price, “Edition, Project, Database, Archive, Thematic Research Collection: What's in a Name?”
Th September 10	Digital Archives: Case Studies I   -- Websites -- -The William Blake Archive -The Walt Whitman Archive -The Emily Dickinson Archive, Emily Dickinson Collection at the Amherst College Digital Collections, and Dickinson Electronic Archives -The Rossetti Archive --Readings -- -Lev Manovich, “Database as a Genre of New Media” -Ed Folsom, “Database as Genre: The Epic Transformation of Archives” (see also these responses to Folsom’s article, particularly those by McGann and McGill) -Ed Folsom and Ken Price, from Re-Scripting Walt Whitman (“Intimate Script and the New American Bible” and “What Whitman Left Us”) -Roger Whitson and Jason Whitaker, chapter 1 from William Blake and the Digital Humanities (CourseSite) -Lisa Spiro and Jane Segal, “Scholars’ Usage of Digital Archives in American Literature” -Mark Sample, “Unseen or Unremarked On: Don DeLillo and the Failure of the Digital Humanities”
Tu September 15	Johanna Drucker visit. 1:10-2pm: Regular class. 2-3:30pm: conversation with Johanna Drucker (please review her DH 101 Coursebook). 4pm Drucker lecture in Linderman 200, “Should Humanists Visualize Knowledge?” (required -- she is a major figure in Digital Humanities scholarship!) Digital Archives: Case Studies II    --Websites-- -Claude McKay’s “Harlem Shadows” (Digital Edition by Chris Forster & Roopika Risam). We’ll be doing collaborative hands-on work to expand and improve on this archive (contributions due September 29). Visit the site, visit Chris Forster’s Github site containing XML/TEI version of the McKay text, read Deep’s lecture notes on Claude McKay. -Colored Conventions Project -Digital Diversity Timeline -Charles Chesnutt Archive -Digital Schomburg -Clotel electronic edition (review here) -Documenting the American South --Readings-- -Stephanie P. Browner, “Digital Humanities and the Study of Race and Ethnicity” -Tara McPherson, “Why Are the Digital Humanities So White? or Thinking the Histories of Race and Computation” -Moya Z. Bailey, “All the Digital Humanists Are White, All the Nerds Are Men, but Some of Us Are Brave”
Th September 17	Continue discussion of Digital Archives Case Studies II from Tuesday (40 minutes)  -Pocahontas Archive -Timothy B. Powell and Larry P. Aitken, “Encoding Culture: Building a Digital Archive Based on Traditional Ojibwe Teachings” TEI and XML (30 minutes)  --Videos-- -TEI: An Overview --Websites-- -GitHub --Readings-- -The Text Encoding Initiative, “A Gentle Introduction to XML” -Sarah Ficke, “From Text to Tags: The Digital Humanities in an Introductory Literature Course” Short Assignment: Analyze small chunks of XML from the Whitman Archive and Harlem Shadows and compare what this reveals about the editorial practice of each site. Assignment due Tuesday 9/22.
Tu September 22	Work on Projects  We will do a hands-on session focusing on individual student contributions related  to the digital edition of Claude McKay’s “Harlem Shadows” for this session. Depending on what you’re working on, you may need to read critical or biographical materials related to McKay’s life and work and write up short contextual or interpretive essays that will eventually be included in a version of the site that will later go ‘live’ (possibly on Tuesday 9/29). (A large amount of scholarly and biographical material has been scanned and posted on CourseSite.) The expectation is that students will have read relevant material related to their subtopic vis a vis McKay before this session, and have ideas and questions about how to proceed. (Or a draft) We will talk more about “building” on Thursday 9/24 and on Tuesday 9/29.
Th September 24	Content Management Systems  Hands-on introduction to WordPress (Annie Johnson) Before coming to class complete the prework listed here. --Websites-- -The Vault at Pfaff’s (Drupal + CONTENTdm) -Digital Dos Passos (Omeka) -Identities: Understanding Islam in a Cross-Cultural Context (Omeka) -Freedom’s Ring (Scalar) -The Nicest Kids in Town (Scalar) --Other Platforms to discuss/explore-- -Omeka -Drupal -Scalar -CONTENTdm
Tu September 29	Contributions to “Harlem Shadows” digital edition due -- in-class presentations. Student presentation and collaborative / group self-critique of our collaborative version of “Harlem Shadows.” What value have we been able to add to the site? What else could we add / what are we missing? How could we improve architecture / user experience? What do we hope different kinds of visitors  to this site might learn from their experience? Based on feedback you receive from your peers and from us, plan to revise your contributions for the final portfolios due in December.
Unit II: Digitally Manipulated Texts
Th October 1	Reading, Scale, Text-as-Data   --Readings-- -Ted Underwood, “Seven Ways Humanists Are Using Computers to Understand Text” -Katherine Hayles, “How We Read: Close, Hyper, Machine” -Alan Liu, “From Reading to Social Computing” -Michael Witmore, “Text: A Massively Addressable Object” -Trevor Owens, “Defining Data for Humanists: Text, Artifact, Information, or Evidence?”
Tu October 6	Distant Reading and Data Mining  --Websites-- -NEH Digging Into Data Challenge --Readings-- -David L. Hoover, “Textual Analysis” -Stephen Ramsay, “The Hermeneutics of Screwing Around; or, What You Do With a Million Books” -Ted Underwood, “We Don’t Already Understand the Broad Outlines of Literary History” - Stephen Ramsay, “An Algorithmic Criticism," in Reading Machines (CourseSite) -Franco Moretti, chapter(s) # from Distant Reading (CourseSite) -Matthew Jockers, chapter(s) #from Macroanalysis (CourseSite)
Th October 8	Topic Modeling  --Websites-- -TOME and its NEH application --Readings-- -Ted Underwood, “Topic Modeling Made Just Simple Enough” -Lisa M. Rhody, “Topic Modeling and Figurative Language” -Lauren Klein, “TOME” at DH 2014 -J. Eisenstein and L. Klein. “Reading Thomas Jefferson with TopicViz: Towards a Thematic Method for Exploring Large Cultural Archives”
Tu October 13	Pacing Break: No class
Th October 15	Stylometry   --Readings-- -Hugh Craig, “Stylistic Analysis and Authorship Studies” -Stephen Ramsay, Introduction to Reading Machines (CourseSite) --Tools-- Signature (http://www.philocomp.net/humanities/signature.htm) Jstylo (https://psal.cs.drexel.edu/index.php/JStylo-Anonymouth) --Case Study 1: Syuzhet Controversy-- -Matthew Jockers, “Syuzhet” Announcement: http://www.matthewjockers.net/2015/02/02/syuzhet/) -Annie Swafford,  “Problems with the Syuzhet Package” https://annieswafford.wordpress.com/2015/03/02/syuzhet/ --Case Study 2: JK Rowling and “Cuckoo’s Calling” --             http://www.npr.org/2013/07/26/205794448/uncovering-the-mystery-of-j-k-rowlings-latest-novel (newspaper article)                         http://bits.blogs.nytimes.com/2012/01/03/software-helps-identify-anonymous-writers-or-helps-them-stay-that-way/ (newspaper article)
Tu October 20	Visualization  --Websites-- -Visualizing Data -Visual Complexity -Mapping the Republic of Letters -Slave Revolt in Jamaica, 1760-61    -Paige Morgan, “Visible Prices” --Tools-- -Palladio -Timeglider -Thinglink -CartoDB --Readings-- -Stefan Sinclar et al, “Information Visualization for Humanities Scholars” -Tanya Clement, “Text Analysis, Data Mining, and Visualizations in Literary Scholarship” -Lauren Klein, “The Image of Absence: Archival Silence, Data Visualization, and James Hemings”
Th October 22	Maps  --Projects-- -The 19th-Century Concord Digital Archive (and this poster presentation) -Digital Yoknapatawpha (watch demonstration videos) -Salem Witch Trials -Spatial Humanities --Readings-- -William A. Kretzschmar, Jr., “GIS for Language and Literary Study” -Jo Guldi, ”What Is the Spatial Turn?” (especially “The Spatial Turn in Literature” and “The Spatial Turn in History”) -David J. Bodenhamer, “The Potential of Spatial Humanities” -Bethany Nowviskie, “Neatline and Visualization as Interpretation” -Matthew Wilkens, “The Geographic Imagination of Civil War-Era American Fiction”
Tu October 27	Networks  --Websites-- -Viral Texts -Mapping the Republic of Letters -The Modernist Journals Project and The MJP Lab -Linked Data -The Vault at Pfaff’s network visualization prototype --Tools-- -vis.js -Gephi --Readings-- -Scott B. Weingart, “Demystifying Networks” -Elijah Meeks, “More Networks in the Humanities, or Did Books Have DNA?” -Ryan Cordell, “Reprinting, Circulation, and the Network Author in Antebellum Newspapers” (with accompanying methodology essay) -Dan Edelstein, “Networks in History: Data-driven tools for analyzing relationships across time” NEH application (CourseSite) -Franco Moretti, "Network Theory, Plot Analysis" (CourseSite) -NEH grant (CourseSite)
Th October 29	Hands-on session on text analysis. Collaboration on student work in progress.  --Readings-- -Lauren F. Klein, “Hacking the Field: Teaching Digital Humanities with Off-the-Shelf Tools” (CourseSite)
Tu November 3	Small scale text analysis project due: in-class presentations. We will ask you to use one of the “off the shelf” text analysis tools we discussed over the preceding three weeks. Create a useable body of text (i.e., a text file) and run either a statistical or visual analysis of that text oriented towards answering a particular question you wish to answer about that text. Give us your results, and a short essay describing your goals and assessment of the results.
Unit III: Born-Digital Texts
Th November 5	Social Media and New Scholarly Forms  --Websites-- -Digital Humanities Now -MLA Commons -CommentPress -Explore Twitter hashtags: #DH, #transformDH, #dhpoco --Readings-- -Kathleen Fitzpatrick, from Planned Obsolescence (CourseSite) -Edward Ayers, "Does Digital Scholarship Have a Future?" -Johanna Drucker, “Pixel Dust: Illusions of Innovation in Scholarly Publishing” -Mark Sample, “What’s Wrong with Writing Essays”
Tu November 10	Electronic Literature I  --Primary Texts-- -Sasha West, “Zoology” -Christine Wilks, “Underbelly” -J.R. Carpenter, “Entre Ville” -“Even Cowgirls Bleed” -Stephanie Strickland, True North --Platforms and Tools-- -Storyspace (no longer viable) -Twine: http://twinery.org -Inklewriter: http://www.inklestudios.com/inklewriter/ --Secondary Readings-- -N. Katherine Hayles, “What Is Electronic Literature?” -Margie Luesebrink & Stephanie Strickland, “Seven Types of Interface” (CourseSite) -Noah Wardrip-Fruin, “Digital Media Archaeology: Interpreting Computational  Processes” -Matt Soar and Monika Gagnon, “D/N/A: Seven Interactive Essays on Nonlinear Storytelling”
Th November 12	Vincent Brown visit  (Alison Kanosky’s class will join us) --Website-- -Slave Revolt in Jamaica, 1760-61 --Readings-- Carefully read the project description: http://revolt.axismaps.com/project.html Vincent Brown: Lecture at 4:00 pm in Linderman 200. (Required!)
Tu November 17	Electronic Literature II  --Primary Texts-- -J.R. Carpenter, In Absentia -Jim Andrews, “Stir Fry Texts” -Possibly other authors:  Michael Joyce, MD Coverley, Stuart Moulthrop, Deena Larsen, Steve Tomasula, Donna Leishman, Stephanie Strickland, John Cayley, Juliet Davis. --Secondary Readings-- -Christopher Funkhouser, “IBM Poetry” -Eugenio Tisselli, “Why I have stopped creating E-Lit” -Sandy Baldwin, “Ping Poetics” -Florian Cramer, “Digital Code and Literary Text” -Florian Cramer, “Post-Digital Writing”
Th November 19	Electronic Literature III  James McAdams: Guest lecture/ class leader --Primary Texts-- -Zoe Quinn, “Depression Quest” -Robin Sloan, “Fish: A Tap Essay” -Sharon Daniel, “Public Secrets” -Mark Marino, “Living Will” -Reiner Strasser, “In the White Darkness”
Tu November 24	Hands-on collaborative session devoted to student electronic literature projects: interpretive essay (for the I Love E-poetry site) or a work of creative electronic literature using Twine, Stir Fry Poetry code, or other tools.
Th November 26	Thanksgiving: No class
Tu December 1	Presentations of student work on electronic literature.
Th December 3	Hands-on session
Fr December 11	Final portfolios due